Building and Programing Robots – A Group Activity for Enhanced Learning of Undergraduate General Physics

Seetala, Naidu V.; Jno-Baptiste, Jumel

doi:10.21125/edulearn.2019.2638

Cited by 1 publication

(2 citation statements)

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“…This finding is in line with the results of previous studies [65][66][67][68][69][70] that found the use of robots in learning science had a positive attitude among students, fueled motivation, and enhanced interest and scientific curiosity. Also, this result is consistent with the findings by [82][83][84] that revealed employing hypermedia in learning science had a positive impact where the students had a positive response through learning with hypermedia, enjoyed learning, and became happy.…”

Section: Resultssupporting

confidence: 92%

“…Also, Elaz [67] conducted an experimental study among fifth-grade students, the study's findings revealed a positive impact of employing LEGO WeDo 2.0 robotics on students' attitudes and science achievements. As well, in the United States [68] conducted a study that employed robots in teaching undergraduate general physics, the findings of the study found that the activities of robot-building and programming enhance group learning skills to learn physics concepts and foster students' motivation. Similarly, [69] conducted a study in Spain that found robots enhanced interest, scientific curiosity, and social skills among secondary school students.…”

Section: Robots and Learning Science Subjectsmentioning

confidence: 99%

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Impact of Instruction-based LEGO WeDo 2.0 Robotic and Hypermedia on Students’ Intrinsic Motivation to Learn Science

Ajlouni

2023

Int. J. Interact. Mob. Technol.

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Robots and hypermedia have been used as effective technological tools in the educational field. Despite their educational benefits, there are no studies investigating their impact on primary students’ intrinsic motivation in the field of science. For these reasons, the study aims to recognize the impact of employing LEGO WeDo 2.0 robotic and hypermedia on intrinsic motivation to learn science among primary students. The study implemented the quasi-experimental approach with a dual group design. The experimental group (n=25) was instructed on the force and motion topic using instruction-based LEGO WeDo 2.0 robotic and hypermedia, while the control group (n=25) was instructed using traditional instruction. The study conducted in Jordan involved fifty primary students. The data was gathered by administering the developed Intrinsic Motivation Towards Learning Science Scale to both groups at pre and post-points; ANCOVA analysis revealed a significant effect in favor of the experimental group in increasing intrinsic motivation to learn science at α = 0.05. These results recommend science instructors employ robots and hypermedia to foster students’ intrinsic motivation. It also encourages decision-makers in educational institutions to make decisions related to the science curriculum and its instructional methods.

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